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: If you're a math teacher, teacher educator, or math education researcher, the knowledge represented here is the knowledge of '''your''' profession. Advancing that profession requires, in some part, easy access to that knowledge. | : If you're a math teacher, teacher educator, or math education researcher, the knowledge represented here is the knowledge of '''your''' profession. Advancing that profession requires, in some part, easy access to that knowledge. | ||
;What should I expect here? | ;What should I expect here? | ||
: At a minimum, this site will document some of the people and literature experienced by one graduate student who is organizing this knowledge as much for himself as anyone else. (One person I showed this to exclaimed, "It's your brain!" In a sense, it is, and like my brain, there are many, many red links that currently don't go anywhere.) At a maximum, this site could fulfill | : At a minimum, this site will document some of the people and literature experienced by one graduate student who is organizing this knowledge as much for himself as anyone else. (One person I showed this to exclaimed, "It's your brain!" In a sense, it is, and like my brain, there are many, many red links that currently don't go anywhere.) At or near a maximum, this site could fulfill the needs now served by the NCTM research handbook. There are a lot of possibilities in between. For now the site is mostly people pages and pages describing journal articles, but I plan on adding topic reviews and summaries which can then be linked to people and the articles they've written. | ||
;How you can help | ;How you can help | ||
: If you have experience with mathematics education research and want to contribute, send me an email at [mailto:raymond@mathed.net raymond@mathed.net]. I think a site like this deserves some purposeful collaboration and editorial control, so I'm not going to open up accounts to the general public. If you're interested in working with me, or have questions, let me know! | : If you have experience with mathematics education research and want to contribute, send me an email at [mailto:raymond@mathed.net raymond@mathed.net]. I think a site like this deserves some purposeful collaboration and editorial control, so I'm not going to open up accounts to the general public. If you're interested in working with me, or have questions, let me know! | ||
Revision as of 19:19, 14 November 2013
- What is the MathEd.net Wiki?
- This is a site designed to bring greater visibility and connectedness to mathematics education research.
- Why should I read anything here?
- If you're a math teacher, teacher educator, or math education researcher, the knowledge represented here is the knowledge of your profession. Advancing that profession requires, in some part, easy access to that knowledge.
- What should I expect here?
- At a minimum, this site will document some of the people and literature experienced by one graduate student who is organizing this knowledge as much for himself as anyone else. (One person I showed this to exclaimed, "It's your brain!" In a sense, it is, and like my brain, there are many, many red links that currently don't go anywhere.) At or near a maximum, this site could fulfill the needs now served by the NCTM research handbook. There are a lot of possibilities in between. For now the site is mostly people pages and pages describing journal articles, but I plan on adding topic reviews and summaries which can then be linked to people and the articles they've written.
- How you can help
- If you have experience with mathematics education research and want to contribute, send me an email at raymond@mathed.net. I think a site like this deserves some purposeful collaboration and editorial control, so I'm not going to open up accounts to the general public. If you're interested in working with me, or have questions, let me know!
--Raymond Johnson (talk) 19:10, 14 November 2013 (UTC)
Recent Summary Additions
- Designing to Develop Disciplinary Dispositions: Modeling Natural Systems by Richard Lehrer (2009)
- New Directions for the Design and Study of Professional Development: Attending to the Coevolution of Teachers' Participation Across Contexts by Elham Kazemi and Amanda Hubbard (2008)
- Designing Educative Curriculum Materials to Promote Teacher Learning by Elizabeth Davis and Joseph Krajcik (2005)
- Supporting Science Teacher Learning: The Role of Educative Curriculum Materials by Rebecca Schneider and Joseph Krajcik (2002)
- Reform by the Book: What Is—or Might Be—the Role of Curriculum Materials in Teacher Learning and Instructional Reform? by Deborah Ball and David Cohen (1996)
- Relational Understanding and Instrumental Understanding by Richard Skemp (1976)
- Participating in Classroom Mathematical Practices by Paul Cobb, Michelle Stephan, Kay McClain, and Koeno Gravemeijer (2001)
- Factors Influencing Student Teachers' Use of Mathematics Curriculum Materials by Stephanie L. Behm and Gwendolyn M. Lloyd (2009)
Imported from blog.mathed.net:
- Supporting Whole-Class Collaborative Inquiry in a Secondary Mathematics Classroom by Megan Staples (2007)
- Local Instruction Theories as Means of Support for Teachers in Reform Mathematics Education by Koeno Gravemeijer (2004)
- Those Who Understand: Knowledge Growth in Teaching by Lee Shulman (1986)
- Unlearning to Teach Mathematics by Deborah Ball (1988)
- Content Knowledge for Teaching: What Makes It Special? by Deborah Ball, Mark Thames, and Geoffrey Phelps (2008)
Contents
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